To Regroup or Not to Regroup- An Interactive Activity
Section and description
2-3 Digit Subtraction with and without regrouping.
Learning Standard/Subject/Concept:
This lesson meets the learning standards of both technology and mathematics. It addresses basic software and web browser skills needed as well as developing fluency in subtraction facts and word problems.
Description of Broad Learning Goal(s):
The overall goal of this lesson is for the students to be proficient in subtracting 2-3 digit numbers with and without regrouping. The students will be able to recognize when numbers need regrouping and then subtract correctly. They will have a mastery of subtraction facts.
Learning Objectives:
The learner will be able to accurately subtract numbers with and without regrouping. The learner will be proficient in determining which digits need regrouping and which digits do not. The learner will master basic subtraction facts.
Essential Questions:
Why is the ability to regroup an important mathematical skill?
How will learning this mathematical skill affect and build later subtraction skills throughout a child's education?
How is subtraction with regrouping a real-world and necessary skill to master?
What do the students need to know or be able to do before they complete this project? For example:
Students need to be able to subtract single digit problems without regrouping.
Since the students take weekly timed subtraction fact tests, I will know when the class is ready for regrouping. (75-80%correct on timed tests)
I will keep and track on a timeline since my students are in 2nd grade. However, it can be posted so the students see the progression that will take place.
Students need to be able to verbally express the “why” in what they are doing in math.
Anticipatory Set to engage students and launch your project (Lead-In):
I will begin my lesson with a short You Tube video of a quick song that introduces when and when not to regroup.
After watching the video, we will go over the words used that describe regrouping. At this point I will post the posters that I made.
I will then introduce the interactive website on the Polyvision Board. Demonstration will occur first, and then students will come to the Polyvision board and have to explain the regrouping/subtraction steps.
Show and explain how “song” from the video directly relates to any type of 2 digit subtraction problem.
Set up interactive site that uses virtual manipulatives to show how regrouping occurs on Polyvision Board
Use correct explanation/descriptive words when explaining the rules behind regrouping.
Have kids come up and use the interactive website to show the regrouping that is taking place. Stress the importance of correct terminology.
Use workbook page that directly relates for additional problems on interactive website.
Give kids Base 10 cubes/blocks to use at their desks as tangible manipulatives that directly relate to the virtual manipulatives on the Polyvision Board.
Kids will use virtual/concrete manipulatives to work out subtraction problems as well as pencil and paper to show work.
Day 2- Review subtraction with regrouping on interactive site as well as during center time on the classroom computers. Complete Workbook Page that coincides with lesson.
Day 3- Review homework that has been assigned over the past 2 days with 2 digit subtraction. Show You Tube video to close the lesson. Create a podcast that exhibits the correct terminology and explanation for subtraction with and without regrouping. Post podcast on website (if possible).
Plan For Independent Practice:
The students will practice regrouping subtraction on the interactive website with the classroom computers during “center time.” They will also complete independent worksheets/workbook pages and homework that reinforce subtraction with and without regrouping.
Closure:
I will close the lesson with another You Tube video that reinforces the poem that is the key to remembering and understanding when to regroup. The final closure to the lesson will be the creation of a podcast that exhibits the children’s knowledge behind what regrouping is.
Assessment Based On Objectives:
Assessment will take place with a paper ad pencil Chapter Test. This test coincides with the math series that we use within our elementary school. Informal assessments will take place throughout the lessons when they students are explaining how and why they regrouped with certain subtraction problems. Assessment could also be done as they orally explain the “why” behind regrouping.
Adaptations (For Students With Learning Disabilities):
Adaptations will be determined based on the IEP. Also, I would leave it at 2 digit subtraction with regrouping and specify when regrouping is needed for the students that are struggling.
Extensions (For Gifted Students):
Extension can occur through multiple ways. The first type of extension will be to increase the number of digits being regrouped. For example, increase 2 digit subtraction to 3 digit subtraction to 4 digit subtraction if necessary. Another type of extension will be to relate subtraction to money and making change.
Possible Connections To Other Subjects:
This project directly correlates with technology. This could also connect with music.
This lesson was created and altered multiple times based on peer feedback and personal preference. I wanted the students to have the opportunity to use manipulatives both virtually and hands on. This lesson also allows kids to use the virtual manipulatives from home if they have internet access. The challenge with this lesson is the lack of computers in the classroom. I overcame this challenge by having the kids use the computers as a center activity. Next year, I will take the kids to the computer room and introduce the lesson from there after the kids are exposed to the site via the Polyvision Board, This lesson has given me the inspiration to create and integrate more IMPs throughout the curriculum.
To Regroup or Not to Regroup- An Interactive Activity- Polyvision Board
- Individual Classroom Computers
- Paper/Pencil
- Math worksheets & workbook
- Projector
- Laptop
*This lesson was created and altered multiple times based on peer feedback and personal preference. I wanted the students to have the opportunity to use manipulatives both virtually and hands on. This lesson also allows kids to use the virtual manipulatives from home if they have internet access. The challenge with this lesson is the lack of computers in the classroom. I overcame this challenge by having the kids use the computers as a center activity. Next year, I will take the kids to the computer room and introduce the lesson from there after the kids are exposed to the site via the Polyvision Board, This lesson has given me the inspiration to create and integrate more IMPs throughout the curriculum.